MAT (multi-academy trust) performance measures are intended to give an indication of how well MATs are currently performing. This page shows revised opens a popup results data for pupils who completed key stage 2 opens a popup in the summer of 2018. These figures were published in December 2018.

Additional measure

These scores show how much progress pupils at this multi-academy trust (MAT) made in reading, writing and maths between the end of key stage 1 and the end of key stage 2, compared to pupils across England who got similar results at the end of key stage 1.

The scores are calculated by comparing the key stage 2 test and assessment results of pupils at schools in this MAT with the results of pupils in schools across England who started with similar assessment results at the end of the previous key stage – key stage 1.

In a small number of cases, pupils can have extremely negative progress scores that disproportionately affect a MAT's overall progress score. To reduce the impact of these extreme scores, we set a limit on how negative a pupil's progress score can be when calculating the MAT average. This will normally apply to 1 or 2 pupils per school, if any. Where a pupil's score is more negative than this minimum value, an adjusted score will replace the pupil's original progress score for the purpose of calculating a MAT's overall progress average.

A score below zero means pupils made less progress, on average, than pupils across England who got similar results at the end of key stage 1.

A negative progress score does not mean pupils have made no progress, or the school or MAT has failed, rather it means pupils in the school or MAT made less progress than other pupils across England with similar results at the end of key stage 1.

Evidence shows that, overall, performance of disadvantaged pupils is lower than that of other pupils. This data indicates how well schools in a MAT do at tackling this difference. Disadvantaged pupils are those who were eligible for free school meals at any time during the last 6 years and children looked after (in the care of the local authority for a day or more or who have been adopted from care).

Schools covering key stage 2 in this MAT's performance data

MAT (multi-academy trust) performance measures are intended to give an indication of how well MATs are currently performing. This page shows revised opens a popup results data for pupils who completed key stage 4 opens a popup in the summer of 2018. These figures were published in January 2019.

2018 performance data is not available for this MAT (multi-academy trust) / sponsor.

MATs are included in these measures if they have at least 3 schools covering this phase of education that have been with the MAT / sponsor for at least 3 academic years and for which we have published performance data.

In the 2018 results, schools are counted under the MAT / sponsor they were part of as of 12 September 2017, as long as they had been with that MAT / sponsor since 12 September 2015. To view all schools currently under the MAT / sponsor visit the THE HOLY SPIRIT CATHOLIC MULTI ACADEMY COMPANY school table.

MAT (multi-academy trust) performance measures are intended to give an indication of how well MATs are currently performing. This page shows revised opens a popup results data for pupils who completed 16-18 study opens a popup in the summer of 2018. These figures were published in January 2019.

2018 performance data is not available for this MAT (multi-academy trust) / sponsor.

MATs are included in these measures if they have at least 3 schools or colleges covering this phase of education that have been with the MAT / sponsor for at least 3 academic years and for which we have published performance data.

In the 2018 results, schools and colleges are counted under the MAT / sponsor they were part of as of 12 September 2017, as long as they had been with that MAT / sponsor since 12 September 2015. To view all schools and colleges currently under the MAT / sponsor visit the THE HOLY SPIRIT CATHOLIC MULTI ACADEMY COMPANY school table.

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